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I am a New York high school math teacher in a very large school where 95% of the students fall below the poverty line. Many of my students enter our school with math skills far below grade level. Within one year they are expected to complete the NYS Algebra Regents curriculum and pass their state exam; this is a challenge for many of them who enter 9th grade with a 4th grade math level. In addition to my general education classes, I teach three integrated co-teaching classes which include a very diverse group of students. In one class I have 3 autistic children, 12 special education children and 19 general education children (yes that is 34 students!). Because of the wide range of abilities, my co-teacher and I have to come up with ways to differentiate our lessons so our lowest level child and are highest level child are on target and challenged. One way we have done that is through incorporating technology whenever we can.

About my class

I am a New York high school math teacher in a very large school where 95% of the students fall below the poverty line. Many of my students enter our school with math skills far below grade level. Within one year they are expected to complete the NYS Algebra Regents curriculum and pass their state exam; this is a challenge for many of them who enter 9th grade with a 4th grade math level. In addition to my general education classes, I teach three integrated co-teaching classes which include a very diverse group of students. In one class I have 3 autistic children, 12 special education children and 19 general education children (yes that is 34 students!). Because of the wide range of abilities, my co-teacher and I have to come up with ways to differentiate our lessons so our lowest level child and are highest level child are on target and challenged. One way we have done that is through incorporating technology whenever we can.

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